Mars Rover Celebration Curriculum Module 2 Table of Contents Acknowledgments 3 About the American Institute of Aeronautics and Astronautics 4 Our History: Two Pioneering Traditions United 4 AIAA STEM K–12 Outreach 4 AIAA Educator Academy Curriculum Module Overview 5 Glossary of Terms 7 Standards Correlation Matrices 8 National Education Technology Standards for Students (NETS·S) 8 National Science Standards 9 National Math Standards 10 National Language Arts Standards 11 Background Information for Educators 12 Pedagogy 12 Current Science Questions 13 Spacecraft Development 14 Distances and their Consequences 14 Surface Environment 14 Rover Design 14 Mars 15 Description 15 Engineering Design Process for Elementary Students 16 Engineering Design Process for Secondary Students 17 Mars Rover Unit Plan 18 Appendix 19 Mars Rover Mission Guide Forms 20 Elementary Version 20 Middle School Version 25 Supplemental Resources 31

Photo Credit NASA/JPL-Caltech/Cornell University 3

Acknowledgments The American Institute of Aeronautics and Astronautics STEM K–12 Outreach Committee would like to thank the following individuals and organizations for their dedication to STEM education and their contributions to the AIAA Educator Academy.

AIAA STEM K–12 Curriculum Development Team: Ben Longmier Elizabeth Henriquez Tom Milnes Paul Wiedorn Edgar Bering Elana Slagle

AIAA STEM K–12 Partners and Supporters: The AIAA Mid-Atlantic Section The AIAA Houston Section The University of Houston The AdAstra Rocket Company Colonel Neal Barlow 44

About the American Institute of Aeronautics and Astronautics

Our History: Two Pioneering Traditions United

For more than 70 years, AIAA has been the principal society of the aerospace engineer and scientist. But we haven’t always been AIAA, or even one organization.

In 1963, the two great aerospace societies of the day merged. The American Rocket Society and the Institute of the Aerospace Sciences joined to become AIAA. Both brought long and eventful histories to the relationship – histories that stretched back to 1930 and 1932 respectively, a time when rocketry was the stuff of science fiction and the aviation business was still in its infancy.

Each society left its distinct mark on AIAA. The merger combined the imaginative, risk-taking, shoot-for-the-moon outlook of Project Mercury-era rocket, missile, and space professionals with the more established, well- recognized, industry-building achievers of the aviation community. The resulting synergy has benefited aerospace ever since.

Today, with more than 35,000 members, AIAA is the world’s largest professional society dedicated to the progress of engineering and science in aviation, space, and defense. The Institute continues to be the principal voice, information resource, and publisher for aerospace engineers, scientists, managers, policymakers, students, and educators. AIAA is also the go-to resource for stimulating professional accomplishment and standards-driven excellence in all areas of aerospace for prominent corporations and government organizations worldwide.

AIAA STEM K–12 Outreach

AIAA offers a wide range of learning, career enhancement, and employment opportunities for the aerospace community.

Our programs engage each generation of aerospace engineers. Beginning with STEM learning opportunities for K–12 students, AIAA provides the tools and resources necessary for educators and students to take their understanding of aerospace to the next level. Our growing community of university students is invited to take part in design competitions, scholarships, and internships, and receives discounts on textbooks and conferences. Additionally, aerospace professionals can participate in our many conferences and continuing education courses, and use our career development services, promoting career enhancement and professional growth.

AIAA is committed to supporting STEM education and provides complimentary lifetime memberships to K–12 educators. For more information on joining AIAA as an Educator Associate, please visit www.aiaa.org/join. 5

AIAA Educator Academy Curriculum Module Overview

This interdisciplinary module encompasses Martian geology, vulcanology, atmospheric science, biogeophysics, and space physics, as well as the engineering disciplines of aerospace engineering, electrical engineering, power systems engineering, thermal management, robotics, mechanical engineering, and systems design. In language arts, reading comprehension, technical writing, and oral communication skills are developed. Student study skills are also addressed through the development of organizational, interpersonal, and project management skills. The underpinning of students learning through this program is the implementation of a curriculum using instructional strategies that promote comprehension, knowledge retention, and student interest and motivation.

The Mars Rover Celebration module (Bering et al., 2005) integrates interdisciplinary science content with applied engineering principles in an inquiry-focused but outcomes-based mission project. Targeted at students in grades 3–8, it can be implemented as a six-week fall semester classroom- learning or homework project on Mars, or as the basis for an after-school informal education project, and may be used as part of a unit in classes studying general science, Earth science, solar system astronomy, or robotics, or as a multidisciplinary unit that spans courses. The heart of the Mars Rover Celebration module is an inquiry-based collaborative learning process. The program begins with students learning about the mission design process, the design criteria for a rover, and conducting basic research on Mars. The students do the research using NASA Mars mission curriculum enrichment materials and the main NASA Mars mission websites. Students apply this knowledge to design their own Mars mission.

The required outputs of the Mars Rover Celebration module for each team (2–6 students) are:

1. A written statement of their mission that provides justification and explains its goal and operational objectives; 2. A detailed budget narrative for the rover; 3. An organized and coherent Rover Guide booklet that illustrates their knowledge about Mars science, the design of the mission, and how the model sho uld function on Mars; 4. A mock-up model of a Mars rover, designed and built by each team to carry out their selected science mission on Mars; models are constructed for less than $10 to $25 of found objects and simple art supplies; if desired, teachers may supply students with a low cost ($10) solar-powered car kit or a low-cost remote-control car to serve as the chassis; and 5. A presentation about their rover that describes, explains, and demonstrates their mission and model, illustrates their understanding of Mars and Mars rover technology, and includes a question and answer session at the closing.

Continued 66

The Mars Rover Celebration module was designed to introduce a new basic paradigm into the arsenal of teachers and youth leaders looking for vehicles to promote STEM education. It changes the character of the traditional extracurricular science activity (i.e., science fair) from prescriptive to innovative, from monolithic to interdisciplinary, from competitive to elaborative, from individual to collaborative and team-based, from institutional to cross-institutional, from the extrinsic to the intrinsic. The Mars Rover Celebration module is carefully designed to set students’ imagination and creativity free in a way that science fairs do not and to encourage them to discover for themselves how much fun a STEM career can be.

At the end of the project, each school may have the option to select teams to participate in a capstone event where they showcase their projects to invited volunteer professionals in STEM fields and to the public, and receive feedback in the form of an evaluation. The teams present what they have learned, the skills they have developed, and their excitement about a STEM project through their models and their oral and written presentations. This culminating event brings together teachers, informal educators, parents, and students with scientists and engineers, designed to foster close interactions. In a situation where student, teacher, and parents have never known any working adult engineers, professors, or graduate students, one cannot overestimate the value and power of such relationships. Usually, a nearby college campus will be the venue for this event, allowing for the arrangement of tours of participating research labs and facilities, further reinforcing exposure to professionals and careers in a STEM field. The kids learn first-hand that real space scientists also have kids, pets, and a sense of humor.

For additional AIAA Educator Academy Curriculum Modules or to download additional resources for the Mars Rover Curriculum Module, please visit: www.AIAASTEMeducation.org ww.marsrover.org

Photo Credit: Nasa/Jpl-Caltech/University of Arizona 7

Glossary of Terms aphelion, perihelion: Aphelion is the point on a planet’s orbit when it is furthest from the Sun. Perihelion is the point on a planet’s orbit when it is closest to the Sun. Earth’s perihelion occurs about January 2nd–5th. atmospheric pressure: Pressure is the force per unit area exerted by a fluid. Atmospheric pressure is the pressure of the ambient atmosphere of a planet. All planetary atmospheres have pressure. The term atmospheric pressure refers to a local variable whose value will depend on the planet, altitude, location and time. On Earth, we measure the atmospheric pressure with barometers. Formally, the SI unit for pressure is the Pascal, which is defined as 1 N/m2. Other units of convenience for pressure include the bar, mm (and inches) of mercury, and torr. bar, millibar: The bar is a unit of pressure that is defined to be 100,000 N/m2 (100 kiloPascal). It is about a percent less than the mean atmospheric pressure at sea level on the Earth, which is 1.013 bar. A millibar is 1/1000 of a bar. conjunction: This term refers to the geometry of a planet’s visible position in the sky relative to the Sun. A planet is at conjunction when it is closest to the Sun in the sky. For the inner planets, Mercury and Venus, there are two types of conjunction: inferior conjunction means the planet is between the Sun and the Earth and superior conjunction means the planet is on the far side of the Sun from the Earth. The outer planets only exhibit superior conjunction. opposition: This term refers to the geometry of a planet’s visible position in the sky relative to the Sun. A planet is at opposition when it is directly opposite from the Sun in the sky, which means it is highest in the sky at midnight.

Valles Marinares: The largest canyon on the surface of Mars. It is longer than the United States is wide and is wider than the north-south extent of Arizona. 8 Standards Correlation Matrices

Standards Correlation Matrices As different educators take different approaches to teaching each segment of the content, this section indicates the national standards that correlate to the Mars Rover Curriculum Module as a whole. The Mars Rover Curriculum Module steps can be found in detail in the paper “Mars Rover Models - - A Program to Enrich Teaching Space Science, Planetary Exploration and Robotics in Elementary and Middle School” by Edgar A. Bering III, John Ramsey, Brenda Boyko, Holly Smith, Sandy Peck, and William H. Arceneaux.– Proceedings of the AIAA 43rd Aerospace Sciences Meeting, Paper AIAA-2005-0285, Reno, NV, January 10–13, 2005.

National Education Technology Standards for Students (NETS·S)

Creativity and Innovation Critical Thinking, Problem Solving, and Decision Apply existing knowledge to generate new ideas, • Making products, or processes Identify and define authentic problems and significant • Create original works as a means of personal or • questions for investigation group expression Plan and manage activities to develop a solution or • Use models and simulations to explore complex • complete a project systems and issues Collect and analyze data to identify solutions and/or • Identify trends and forecast possibilities make informed decisions Use multiple processes and diverse perspectives to • Communication and Collaboration explore alternative solutions Interact, collaborate, and publish with peers, experts, • Digital Citizenship or others employing a variety of digital environments Advocate and practice safe, legal, and responsible and media use of information and technology Communicate information and ideas effectively to • Exhibit a positive attitude toward using technology multiple audiences using a variety of media and • that supports collaboration, learning, and formats productivity Develop cultural understanding and global Demonstrate personal responsibility for awareness by engaging with learners of lifelong learning other cultures Exhibit leadership for digital citizenship Contribute to project teams to produce original works • or solve problems Technology Operations and Concepts Research and Information Fluency Understand and use technology systems • Plan strategies to guide inquiry • Select and use applications effectively and productively Locate, organize, analyze, evaluate, synthesize, and • Troubleshoot systems and applications ethically use information from a variety of sources and media Transfer current knowledge to learning of new technologies Evaluate and select information sources and digital • tools based on the appropriateness to specific tasks Process data and report results • Standards Correlation Matrices 9

National Science Standards K–4; 5–8

Unifying Concepts and Processes, K–4 Unifying Concepts and Processes, 5–8 Systems, order and organization • Systems, order and organization • Evidence, models and explanation • Evidence, models and explanation • Change, constancy and measurement • Change, constancy and measurement • Evolution and equilibrium Evolution and equilibrium Form and function • Form and function • Science as Inquiry Science as Inquiry Abilities necessary to do scientific inquiry • Abilities necessary to do scientific inquiry • Understanding about scientific inquiry • Understanding about scientific inquiry • Physical Science Physical Science Properties of objects and materials Properties and changes of properties in matter Position and motion of objects • Motions and forces • Light, heat, electricity and magnetism Transfer of energy Life Science Life Science Structure and function in living systems The characteristics of organisms Reproduction and heredity Life cycles of organisms Regulation and behavior Organisms and environments Populations and ecosystems Earth and Space Science Diversity and adaptations of organisms Properties of earth materials • Earth and Space Science Objects in the sky • Structure of the Earth system • Changes in earth and sky • Earth’s history • Science and Technology Earth in the solar system • Abilities of technological design • Science and Technology Understanding about science and technology • Abilities of technological design • Abilities to distinguish between natural objects and • Understanding about science and technology objects made by humans • Personal and Social Perspectives Personal and Social Perspectives Personal health Personal health Characteristics and changes in populations Populations, resources, and environments Types of resources Natural hazards Changes in environments Risks and benefits Science and technology in local challenges Science and technology in society • History of Nature and Science History and Nature of Science Science as a human endeavor • Science as human endeavor • Nature of science • History of science • 10 Standards Correlation Matrices

National Math Standards K–12

Number and Operations Problem Solving Understand numbers, ways of representing numbers, Build new mathematical knowledge through problem • relationships among numbers, and number systems solving Understand meanings of operations and how they • Solve problems that arise in mathematics and in • relate to one another other contexts Compute fluency and make reasonable estimates • Apply and adapt a variety of appropriate strategies • to solve problems Algebra Monitor and reflect on the process of mathematical Understand patterns, relations, and functions problem solving Represent and analyze mathematical situations and Reasoning and Proof structures using algebraic symbols Recognize reasoning and proof as fundamental Use mathematical models to represent and aspects of mathematics understand quantitative relationships Make and investigate mathematical conjectures Analyze change in various contexts Develop and evaluate mathematical arguments and Geometry proofs Analyze characteristics and properties of two- Select and use various types of reasoning and and three-dimensional geometric shapes and methods of proof develop mathematical arguments about geometric relationships Communication Specify locations and describe spatial Organize and consolidate their mathematical relationships using coordinate geometry and other thinking through communication representational systems Communicate their mathematical thinking coherently • Apply transformations and use symmetry to analyze and clearly to peers, teachers, and others mathematical situations Analyze and evaluate the mathematical thinking and strategies of others Use visualization, spatial reasoning, and geometric • modeling to solve problems Use the language of mathematics to express Measurement mathematical ideas precisely. Connections Understand measurable attributes of objects and the • units, systems, and processes of measurement Recognize and use connections among mathematical • ideas Apply appropriate techniques, tools, and formulas to • determine measurements. Understand how mathematical ideas interconnect Data Analysis and Probability and build on one another to produce a coherent whole Formulate questions that can be addressed with data and collect, organize, and display relevant data to Recognize and apply mathematics in contexts outside answer them of mathematics Select and use appropriate statistical methods to Representation analyze data Create and use representations to organize, record, • Develop and evaluate inferences and predictions that and communicate mathematical ideas are based on data Select, apply, and translate among mathematical Understand and apply basic concepts of probability representations to solve problems Use representations to model and interpret physical, social, and mathematical phenomena Standards Correlation Matrices 11

National Language Arts Standards K–12

Reading for Perspective Evaluating Data Students read a wide range of print and non- • Students conduct research on issues and interests • print texts to build an understanding of texts, of by generating ideas and questions, and by posing themselves, and of the cultures of the United States problems. They gather, evaluate, and synthesize and the world; to acquire new information; to data from a variety of sources (e.g., print and respond to the needs and demands of society and non-print texts, artifacts, people) to communicate the workplace; and for personal fulfillment. Among their discoveries in ways that suit their purpose and these texts are fiction and nonfiction, classic and audience. contemporary works. Developing Research Skills Understanding the Human Experience Students use a variety of technological and • Students read a wide range of literature from many information resources (e.g., libraries, databases, periods in many genres to build an understanding computer networks, video) to gather and synthesize of the many dimensions (e.g., philosophical, ethical, information and to create and communicate aesthetic) of human experience. knowledge. Evaluation Strategies Multicultural Understanding Students apply a wide range of strategies to • Students develop an understanding of and respect comprehend, interpret, evaluate, and appreciate for diversity in language use, patterns, and dialects texts. They draw on their prior experience, their across cultures, ethnic groups, geographic regions, interactions with other readers and writers, their and social roles. knowledge of word meaning and of other texts, Applying Non-English Perspectives their word identification strategies, and their understanding of textual features (e.g., sound- Students whose first language is not English make use letter correspondence, sentence structure, context, of their first language to develop competency in the graphics). English language arts and to develop understanding of content across the curriculum. Communication Skills Participating in Society Students adjust their use of spoken, written, and • visual language (e.g., conventions, style, vocabulary) Students participate as knowledgeable, reflective, to communicate effectively with a variety of creative, and critical members of a variety of literacy audiences and for different purposes. communities. Communication Strategies Applying Language Skills Students employ a wide range of strategies as they Students use spoken, written, and visual language to • write and use different writing process elements accomplish their own purposes (e.g., for learning, appropriately to communicate with different enjoyment, persuasion, and the exchange of audiences for a variety of purposes. information). Applying Knowledge Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 12

Background Information for Educators

Pedagogy

Module Review The program begins with students forming into teams. Working in these teams, the students will learn the properties and characteristics of a planet, information about Mars, and quite a lot about the skills needed to conduct basic research concerning Mars. The students do the research using NASA Mars mission curriculum enrichment materials and the main NASA Mars mission websites. Students apply this knowledge to identify a Mars science question that is of burning interest to them. Using the scientific method, the students will then be guided in developing a list of the measurements needed to address their science question. They will study the mission design process, the design criteria for a rover, and then design their own Mars mission to make these measurements.

Pedagogical Rationale The study of planetary motion and of the nature of the solar system was one of the major parts of the effort that led to the development of physics as a science. Unfortunately, today’s children do not actually get to see the night sky often enough to understand what planets are or why they were considered so important. One of the major objectives of this program is to provide students with some motivation for getting back in touch with the sky around us.

One of the key structural concepts behind the whole enterprise of science is that scientific knowledge is not a matter of belief; it is a matter of fact. Science must be derived from a sound basis of data and observation. Good science is based on multiple examples and repeated observations. Science is best evaluated if we understand the process used to make the measurements. Planetary science is an essential part of any Earth science course because planetary studies provide additional, sometimes contrasting examples of the fundamental physics and chemistry of planetary interiors, surfaces and atmospheres. Many standard Earth Science curriculum objectives can be equally well addressed by learning about the same phenomena on a planet such as Mars. Furthermore, the Mars Rover Celebration module includes a detailed study of the methods used in planetary exploration. Learning about methodology will empower students to think critically about the validity of any scientific results that they may encounter later in life. Background Information for Educators 13

Current Science Questions

The Mars Rover Celebration team has identified a few mission choices that you can suggest to your students as starting points for their mission development activity. Emphasize that these are general starting points that can and should be refined and made more specific during the course of their work.

Design and build a model rover that will accomplish one or more of the following missions:

1. Explore the craters on Mars. Your vehicle will try to find a crater suitable for use as a domed settlement site. It should make measurements, test the soil, and take photographs. 2. Explore the polar ice caps of Mars. Mars has carbon dioxide ice and water ice. Your vehicle should determine how much of each type of ice there is and map the distribution and depth. Samples of the ice should be analyzed for impurities and its potential to be purified for future manned missions. 3. Explore the valleys of Mars. Rift valleys will provide information about the geologic history of the planet, while river valleys might provide clues as to the sources of past water or evidence of ancient forms of life. Devise a method to collect samples and analyze them. 4. Analyze the weather at several sites that have been identified as possible areas for future settlement. Instruments will need to make careful measurements of temperature, wind, and the composition of the atmosphere (gases and water vapor). 5. Identify the elements and compounds found in the rocks and soil of Mars. Determine how much oxygen is present, and whether the soil could be used for planting or if metal ores are present for future mining. 6. Search for forms of water on Mars possibly found in a layer of frozen soil, called permafrost. Your vehicle will be exploring the areas near the poles, drilling tens to hundreds of meters below the surface, providing data for future Mars colonies. 7. Explore for fossils of ancient life forms in the riverbeds and the canyons of Mars. Samples that are collected will need to be mapped, analyzed, and photographed. 8. Search for present life on Mars in the polar regions. Microbes have been found in the permafrost and glaciers on Earth; some remain dormant until they are warmed up. Design a system to gently warm and analyze polar and permafrost samples, looking for similar occurrences on Mars. 9. Develop your own concept based on recent scientific developments.

Teachers should keep in mind that mission 9 is the most empowering and fun for the students. This choice initiates a process that is investigative learning in its purest form. Also keep in mind that all of the other eight are actually too broad to form the basis of a successful effort without choosing a more specific question. The students should be encouraged to refine the mission concept based on Mars research prior to initiating the rover design phase of the module. For example, Mission 3 involves exploring an area larger than the United States. The students will have to make decisions that focus this mission on a specific canyon and specific strata. These decisions should be question driven and based on the outcome of their library and internet research. Teachers will be required to help them start the investigation and to guide it toward meaningful conclusions without doing it for them. 14 Background Information for Educators Spacecraft Development

The Mars Rover Model Celebration emulates the entire spacecraft mission development process. During the science portion of the module that was just discussed, the students have selected and fleshed out an investigation of their choice. By this point, they should have begun to develop a list of the measurements required to address their question. This list of measurements is the initial set of requirements that the spacecraft designer will use to begin the process of developing the required rover. In this way, the celebration requires the students to learn about the engineering design process and the interplay between science and engineering in carrying out complex scientific investigations.

Distances and their Consequences Education research has shown that the distance scale of the solar system is one of the hardest concepts for young children to grasp. For example, many younger students, if asked, will tell you that the Sun is closer than a neighboring state. Since the distances involved dictate some of the engineering choices that must be made in designing their rover, interactive activities aimed at building better mental models of the solar system will be important in the middle of the project. Two major issues tend to crop up, the supply chain and command and control. Since most kids have some familiarity with radio-controlled toys, use of teleoperation, or operation from a distance, is a frequent design choice made during rover brainstorming. However, this is not a useful “real-Mars” approach, since Mars is 4 light minutes away at closest approach and 20 light minutes away at its farthest. Eight minutes round trip interaction time is much too long of a delay time for teleoperation to work. Another related concern is refueling on the one hand and sample return on the other. Many teams assume that they can easily shuttle stuff back and forth to their rover. Working with them to get them to understand for themselves why this is impractical will be a significant challenge. Solving it will address one of the most fundamental and pervasive misconceptions elementary students have in solar system astronomy.

Surface Environment Mars has an extremely challenging surface environment. The surface is rugged. Even at its flattest, the surface is boulder strewn. There are also sand pits and crusty weak soil to trap the unwary. The temperatures are usually very cold, corresponding to polar conditions on the Earth. The air is very tenuous and does not support combustion. However, there is enough air and high enough wind to allow large scale dust storms. Erosion and abrasion by wind-blown and wheel-churned dust are major design challenges. Finally, the amount of sunlight available for solar power is less than half that at the Earth.

Rover Design The team will need to develop a rover design that delivers the required instruments to appropriate sites to make their measurements. These requirements impose design choices on the landing and mobility systems. It will then need to store, organize and transmit the data back to Earth. The required computer and telemetry system will impose another set of major design constraints. The rover will require a power system rugged enough to withstand the expected temperature range and abrasion from the dust. 15 Background Information for Educators Mars

Description

Mars is the fourth planet from the Sun. It is about 1.5 times as far away from the Sun as the Earth. The Mars year is roughly twice an Earth year, but the Mars day is about the same as the Earth’s. It has a diameter about half that of the Earth and a surface gravity about 38% of the Earth’s. Mars has a tenuous atmosphere composed largely of carbon dioxide. The average surface pressure of 7 millibars is slightly less than 1% the surface pressure on the Earth. Since the temperature at the South Pole in winter is colder than the freezing point of carbon dioxide, the total atmospheric pressure has an annual variation of about 25%. Temperatures on Mars range from 140˚K (–133˚C, –207˚F) at the South Pole in winter to almost 300˚K (27˚C, 80˚F) in the deep equatorial canyons at noon on a summer day.

Mars has no bodies of liquid water on the surface, no lakes or oceans. The surface area of Mars is about equal to the surface area of the dry land on Earth, which means that there is as much surface for geology studies as there is on Earth. Most Earth science surface morphology learning objectives can be met by studying Martian surface features. Mars also has examples of geological processes not typically seen on the Earth that are instructive compare and contrast cases. The big shield volcanoes and Valles Marinares are examples of terrain types found on the Earth, but taken to extremes. The surface age of Mars is intermediate between the Earth (where most of the surface is less than a few million years old) and the Moon (where most of the surface is more than 3.8 billion years old).

Since the Earth is the third planet from the Sun, Mars comes second closest to the Earth of any of the planets. At perihelic opposition, Mars can be closer than 56 million km. For comparison, Venus can be as close as 40 million km at inferior conjunction. The fascination of many people with Mars stems from the fact that planetary observations are a lot easier to make during opposition, when Mars is highest in the sky at midnight, than they are during conjunction, when Venus appears at dusk or dawn. The observations that can be made from the Earth’s surface show a planet that is enough like Earth to raise fascinating possibilities about the presence of life.

Properties of Mars Earth Mars Distance from the Sun (km) 149,598,262 227,936,824 Mean Radius (km) 6,371.0 3,389.5 Volume (km3) 1.08321 x 1012 1.63116 x 1011 Mass (kg) 5.9722 x 1024 6.4169 x 1023 Surface Gravity (m/s2) 9.81 3.7 Rotation Period (Earth Days) 0.99727 1.02596 Orbit Period (Earth Years) 1.00000 1.8808 Inclination of Equator to orbit 23.45° 25.19° Min/Max Surface Temperature -88/58 C -143/17 C Atmospheric Constituents Nitrogen, Oxygen Carbon Dioxide, Nitrogen Moons 1 2 16

Engineering Design Process for Elementary Students

Engineers and scientists create new products and systems every day. In order to create a new product that solves a common problem or a system for making something better, engineers follow a process. Similar to the Scientific Method, the Engineering Design process is a series of steps used to guide an engineer through solving a problem.

State the Problem What is the problem that you are trying to solve? Try to be as specific as possible. Tell what the problem is and explain why it needs to be solved.

Generate Ideas How will you solve the problem? Brainstorm ideas to solve your problem. You can write a list, draw a picture, or create an idea web.

Select a Solution Which idea is best? Examine your ideas and decide which one is the best. To decide, think about which idea does the best job of solving your problem and which one makes the most sense.

Engineering Design Process image from NASA Build the Item What will it look like? Draw or build your solution. Use common materials to show that your idea will work.

Evaluate Did it work? Examine your prototype to see if it works the way you wanted it to. If it does, work to make it better or easier. If it does not work, try building it differently.

Present Results How did it turn out? Share your results and ask others what they think. Use their suggestions to make your solution better 17

Engineering Design Process for Secondary Students

Engineers and scientists create new products and systems every day. In order to create a new product that solves a common problem or a system for making something better, engineers follow a process. Similar to the Scientific Method, the Engineering Design process is a series of steps used to guide an engineer through solving a problem.

Identify the Problem State the problem that you will solve. Be sure to identify what the problem is, why it needs to be solved, and who will benefit from the solution. Describe how existing solutions fail to address the problem.

Identify the Criteria and Constraints Specify any criteria and constraints that your solution must encompass to be successful. Write a design brief containing all of the key information to help focus on the solution.

Brainstorm Possible Solutions Sketch or list as many ideas as you can, focusing on the details in your design brief. List all ideas you think of even if they may seem impractical.

Generate Ideas Select a few of your brainstormed solutions to develop further. Create isometric drawings and/or orthographic diagrams, being sure to accurately label all measurements.

Explore Possibilities Share and discuss your developed ideas to determine which one to pursue. Create a pro/con chart or a matrix for your design brief to determine which idea best fits to solve the problem and meet your criteria and constraints.

Select an Approach Examine your pro/con chart or your matrix to decide which idea is the best approach. Add a statement to this effect to your design brief. Explain why you have selected this approach and how it will succeed where other solutions have failed.

Build a Model or Prototype Construct a full-sized or scale-model based on your isometric and/or orthographic drawings. Your model should be made from easily found and low cost materials, but should an operating version of your chosen solution.

Refine the Design Test your solution, making changes when necessary, to refine your design. Continue to record your findings in your design brief until you have designed and tested your final product. 18

Mars Rover Unit Plan

Week 1

Students will begin the project by learning and researching about Mars. Specifically, students should know and be able to research features and planetary data about Mars such as: • Basic facts, gravity, temperature, etc. • Atmosphere, weather • Current and previous land features • Signs of previous life, fossil evidence • Moons and how they compare to the Earth’s Moon

Students will also need to gather information critical for a Mars space probe by learning: • How space probes communicate and conduct experiments • Why language plays such an important role in communication • How space probes are designed to survive in harsh/hostile conditions • How rovers are designed and tested

During this week, students will need the abilities to identify research objectives, collect and organize data from multiple sources, and collectively decide how to best use the information gathered. Students should be reminded to keep track of all resources for use in a bibliography at the end of the project.

If the class plans on participating in the Mars Rover Celebration Capstone event, teachers will need to review competition rules and register for the event.

Week 2

Students will continue to investigate Mars and will: • Investigate features of NASA’s probes and available power sources • Understand the harsh conditions of Mars • Begin to think about possible design their own Mars Rovers* • Think about needed equipment/features of their rovers

*Students should be reminded that if they choose to purchase a kit to use as the chassis of their rover, their total costs must not exceed $25.

During this week, students will need the ability to decide how to best use the information gathered, analyze their findings, and determine what components will be needed on their rovers. Students should be reminded that next week they will be put into groups to begin designing and building their rovers.

Week 3

Students will begin to work in design teams and will: • Be divided into teams of 3 or 4 • Determine their Mars Rover challenge (download Mars Rover Mission Choices) • Brainstorm technology and features needed to accomplish the mission • Obtain consensus from their teams to determine 2–3 mission objectives • Examine a map to determine an appropriate landing site • Begin collecting group data in the Mars Rover Guides • Create initial rover design

During this week, students will need the ability to solve problems, work together to make decisions, and continue to collect and analyze data in their Mars Rover Guides. Students should be reminded that they are responsible for creating an initial design or draft that incorporates their team’s ideas. 19

Week 4

Students will continue to work in their design teams and will: • Begin building their rover models using found/craft materials* • Continue to collect data in their Mars Rover Guides • Review conditions on Mars and ensure the design will carry out those specific functions • Review features of NASA’s probes and power sources • If participating in the Mars Rover Celebration capstone event, review competition criteria

*Review safety guidelines for using any materials and tools available in the classroom.

During this week, students will need the ability to work cooperatively, make team decisions, and ensure that their rover will carry out the missions they selected. Students should be reminded to continue to keep track of expenditures as no rover can cost more than $25.

Week 5

Students will work cooperatively in their design teams and will focus on: • Planning their mission and presentation • Continuing to update their Mars Rover Guide • Identifying critical information such as Mars landing coordinates • Describing how the rover will handle/overcome conditions on Mars and how it will communicate with Earth • Begin a bibliography of resources used

During this week, students will need the ability to explain their rover’s key features and capabilities, write a script for their group presentation, and collect their research in to a bibliography. Students should be reminded that use of props, and costumes during their skits are encouraged.

Week 6

Students will continue to work in their design teams to: • Polish their presentations/skits • Work out last minute details of rover capabilities and functions • Complete their Mars Rover Guide • Collect and document any expenses • Document each team member’s contribution to the project

During this final week, students will need the ability to work together as a team to assemble the necessary requirements to finish the project. Students should be encouraged to collect and arrange their materials on a display board or poster.

For the Teacher

For additional AIAA Educator Academy Curriculum Modules or to download additional resources and lessons for the Mars Rover Curriculum Module, please visit: www.AIAASTEMeducation.org www.marsrover.org 20

Appendix 21

Mars Rover Mission Guide Forms Elementary Version Rover Guide

Group/Rover Name:

School/Organization:

26

Mars Rover Mission Guide Forms Middle School Version 27 Mars Rover Celebration

32 Supplemental Resources

Planetary Information: http://mars.jpl.nasa.gov http://mars.jpl.nasa.gov/participate/marsforeducators/ http://marsoweb.nas.nasa.gov/landingsites/index.html http://nssdc.gsfc.nasa.gov/planetary/factsheet/marsfact.html http://pds.nasa.gov/planets/special/mars.htm http://science.nationalgeographic.com/science/space/solar-system/mars-article/ http://solarsystem.nasa.gov/planets/profile.cfm?Object=Mars http://www.factmonster.com/dk/science/encyclopedia/mars.html http://www.factmonster.com/science/astronomy/planet-mars.html http://www.kidsastronomy.com/mars.htm http://www.marsonearth.org http://www.nineplanets.org/mars.html http://www.planetfacts.net/Mars-Facts.html http://www.sciencekids.co.nz/sciencefacts/planets/mars.html http://www.solarviews.com/eng/mars3d.htm Mars Missions: http://mars.jpl.nasa.gov/ http://mars.jpl.nasa.gov/mer/ http://mars.jpl.nasa.gov/MPF/index1.html http://mars.jpl.nasa.gov/msl/ http://mars.jpl.nasa.gov/msp98/lander http://mars.jpl.nasa.gov/programmissions/ http://marsrovers.jpl.nasa.gov/home/index.html http://www.planetary.org/explore/space-topics/space-missions/missions-to-mars.html Photo Galleries: http://science.nationalgeographic.com/science/photos/mars/ http://photojournal.jpl.nasa.gov/targetFamily/mars http://science.howstuffworks.com/mars-landing-pictures.htm Mars/Space Resources: http://www.aiaa.org http://airandspace.si.edu/etp/mars/MARSresources.html http://ares.jsc.nasa.gov/ares/education/program/destinationmars.cfm http://mars.jpl.nasa.gov/classroom/pdfs/MSIP-MarsActivities.pdf http://mars.jpl.nasa.gov/participate/marsforeducators/ http://teachspacescience.stsci.edu/cgi-bin/ssrtop.plex http://www.educationworld.com/a_lesson/lesson/lesson003.shtml http://www.mars2030.net/ http://www.nasa.gov/audience/foreducators/index.html http://www.nasa.gov/mission_pages/mars/images/index.html Educational Materials: http://www.nasa.gov/offices/education/about/index.html Is there Water on Mars? http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Is.There.Water.on.Mars.html Posters: http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Mars_The_Red_Planet_Poster.html Lithographs: Mars Pathfinder Lithograph Set http://er.jsc.nasa.gov/seh/Mars_Pathfinder_Lithograph_Set.pdf Mars Lithographs http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Our_Solar_System_Lithograph_Set.html http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Mars_Lithograph.html Videos / CD-ROMS / Slide Sets: CORE – Central Operation of Resources for Educators list of Multimedia on Mars – http://corecatalog.nasa.gov/searchform.cfm?query=mars Mars – Past, Present, Future VHS Video & CD-ROM– Finley-Holiday Film Corp. http://www.finley-holiday.com Pathfinder and Best of Mars Picture CD – Finley-Holiday Film Corp. http://www.finley-holiday.com Online Tools: http://www.google.com/mars Does not provide latitude and longitude. http://www.google.com/earth/index.html Mars in Google Earth does. http://www.worldwidetelescope.org/Home.aspx http://www.worldwidetelescope.org/whatis/whatIsWWT.aspx?Page=Mars Books: Moons and Planets, William K. Hartmann, 5th Edition, Brooks Cole, 2004. ISBN-13: 978-0534493936 The New Solar System, J. Kelly Beatty, Carolyn Collins Petersen, Andrew Chaikin, 4th Edition, Cambridge University Press, 1999. ISBN-13: 978- 0521645874

Destination Mars: New Explorations of the Red Planet, Rod Pyle, Prometheus Books, 2012. ISBN-13: 978-1616145897 http://www.uapress.arizona.edu/onlinebks/MARS/CONTENTS.HTM